Outcome 9
Assessment
Demonstrated an ability to apply the techniques and principles of second language assessment and interpret the results of such assessments in determining language proficiency and student progress.
Outcome 9
Assessment
Demonstrated an ability to apply the techniques and principles of second language assessment and interpret the results of such assessments in determining language proficiency and student progress.
Description
The Teacher’s Test Guide for Language Arts was written and revised for Dr. Weber’s Second-Language Assessment (TESL 570) in Fall 2018. This outcome highlights my proficiency in creating an assessment for the Low-Intermediate L2 student. Importantly, my Teacher’s Test Guide for Language Arts demonstrates how to generate an evaluation reflective of a student’s interests and culture. Also, the Test Guide focuses on language sub-skill, production, and a reception unit. Lastly, the Test Guide encompasses the student and curriculum profile, rationale, directions for assessment, and assessment scoring.
Reflection
Before taking the Second-Language Assessment course and designing an authentic assessment, I believed evaluations should be solely based on a “transmission model of instruction” (O’Malley and Pierce, 1996, p. 10). I trusted the textbooks' curriculum designers to determine students' knowledge and skills. For me, relying on standardized assessments in the curriculum was a great convenience. I chose to make copies and distribute the assessments to my students anonymously. The course and the textbook Authentic Assessment for English Language Learners changed my understanding, specifically the process of creating an authentic assessment. For instance, authentic assessment begins with an “inventory for goal setting” (O’Malley and Pierce, 1996, p. 15) with the objective of “help establish goals for further development and use of authentic assessments in my classroom”(O’Malley and Pierce, 1996, p. 15).
Application
Creating an assessment from scratch is not a one-person show. I would lean on my teacher's village to collaborate in planning an assessment that benefits my students' learning style and culture. In the O’Malley and Pierce text, there is a checklist that is beneficial for assessment planning. “Specify objectives, collect sample assessments, and determine the purpose are some design steps” (O’Malley and Pierce, p. 16). I don’t expect this process to be easy. It would require letting go of years of my understanding regarding student assessment. However, it is a challenge I am ready for. Surprisingly, unbeknownst to me, my previous experience with varying authentic assessments included exhibitions, experiments, and project-based learning. I never considered that the last are examples of authentic assessments. I incorporated these assessments (informally) minus the “rubric or rating scale” (O’Malley and Pierce, 1996, p. 12). I intend to add these methods to my authentic assessment repertoire. I now understand that meaningful reflection, collaboration, and thoughtful assessments will allow students to express their understanding to the best of their abilities.